Latest newshttp://www.memory-key.com/research/news/all/children
Latest memory research news from MempoweredenPicture overload hurts preschooler's word learninghttp://www.memory-key.com/research/news/picture-overload-hurts-preschoolers-word-learning
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A study has found that having more than one illustration results in poorer word learning among pre-schoolers — but this can be mitigated if the reader draws the pre-schooler’s attention to each illustration.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>When you're reading a picture book to a very young child, it's easy to think it's obvious what picture, or part of a picture, is being talked about. But <em> you</em> know what all the words mean. It's not so easy when some of the words are new to you, and the open pages have more than one picture. A recent study has looked at the effect on word learning of having one vs two illustrations on a 2-page open spread.</p>
<p>The study, in two experiments, involved the child being read to from a 10-page storybook, which included two novel objects, mentioned four times, but only incidentally. In the first experiment, 36 preschoolers (average age 3.5 years) were randomly assigned to one of three conditions:</p>
<ul>
<li>one illustration (the illustration filled the page, with the text written as part of the illustration, and the opposing page blank)</li>
<li>two illustrations (each illustration filled its page, on opposing pages)</li>
<li>one large illustration (the page was twice the size of that found in the other conditions) — this was the control condition.</li>
</ul>
<p>Children who were read stories with only one illustration at a time learned twice as many words as children who were read stories with two or more illustrations. There was no difference in reading time, or in the child’s enjoyment of the story.</p>
<p>In a follow-up experiment, 12 preschoolers were shown the two-illustration books only, but this time the reader used a simple hand swipe gesture to indicate the correct illustration before the page was read to them. With this help, the children learned best of all.</p>
<p>In fact, the rate of word learning in this last condition was comparable to that observed in other studies using techniques such as pointing or asking questions. Asking questions is decidedly better than simply reading without comment, and yet this simple gesture was enough to match that level of learning.</p>
<p>Other studies have shown that various distractions added to picture books, like flaps to lift, reduce learning. All this is best understood in terms of <a class="lexicon-term" href="/lexicon/2/letter_c#cognitive_load" title="&amp;nbsp;the burden on your limited working memory system made by information-processing tasks. In the context of education, cognitive load theory is the theory that the more information to be processed, the more challenging the learning task.">cognitive load</a>. The most interesting thing about this study is that it took so little to ameliorate the extra load imposed by the two illustrations.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-06/uos-poh063017.php">https://www.eurekalert.org/pub_releases/2017-06/uos-poh063017.php</a></p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-07/w-tno071217.php">https://www.eurekalert.org/pub_releases/2017-07/w-tno071217.php</a></p>
<p>Also see <a href="https://blogs.sussex.ac.uk/psychology/2016/10/24/how-storybook-illustrations-impact-word-learning/">https://blogs.sussex.ac.uk/psychology/2016/10/24/how-storybook-illustrat...</a> for a blog post by one of the researchers</p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4285] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13179" rel="nofollow">Flack ZM</a>, <a href="/biblio?f%5Bauthor%5D=13180" rel="nofollow">Horst JS</a></span>. <a href="http://onlinelibrary.wiley.com/doi/10.1002/icd.2047/abstract"><span class="biblio-title">Two sides to every story: Children learn words better from one storybook page at a time</span></a>. Infant and Child Development [Internet]. Submitted :n/a - n/a. Available from: <a href="http://onlinelibrary.wiley.com/doi/10.1002/icd.2047/abstract">http://onlinelibrary.wiley.com/doi/10.1002/icd.2047/abstract</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Two+sides+to+every+story%3A+Children+learn+words+better+from+one+storybook+page+at+a+time&amp;rft.title=Infant+and+Child+Development&amp;rft.stitle=Inf+Child+Dev&amp;rft.isbn=1522-7219&amp;rft.date=9999&amp;rft.spage=n%2Fa+-+n%2Fa&amp;rft.aulast=Flack&amp;rft.aufirst=Zoe&amp;rft.au=Horst%2C+Jessica"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-13 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-strategies/learning-strategies/study-skills/reading" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">reading</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies/learning-strategies/childrens-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Childrens learning</a></li><li class="field-item odd"><a href="/tags-strategies/language-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Language development</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-development/preschool-child" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">preschool child</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-memworks/working-memory" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">working memory</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Fri, 21 Jul 2017 01:00:44 +0000Fiona McPherson4306 at http://www.memory-key.comIs it really better to read print books to your toddler? http://www.memory-key.com/research/news/it-really-better-read-print-books-your-toddler
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A comparison of non-interactive electronic books and their print counterparts has found that toddlers learned more from the electronic books, but this was accounted for by their greater attention and engagement.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A new issue for parents to stress over is the question of whether reading digital books with your toddler or preschooler is worse than reading traditional print books. Help on this complicated question comes from a new study involving 102 toddlers aged 17 to 26 months, whose parents were randomly assigned to read two commercially available electronic books or two print books with identical content with their toddler (this was achieved by printing out screenshots of the electronic books).</p>
<p>The books included familiar farm animals (duck, horse, sheep, cow) and also wild animals (koala, crocodile, zebra, and lion), some of which were new to the children). After reading, the children were asked to identify three of the familiar animals and three of the unfamiliar.</p>
<p>The electronic books included background music, animation and sound effects for each page as well as an automatic voiceover that read the text aloud to the child, but there were no actions or hotspots for extra features.</p>
<p>Compared to those who read the print versions, toddlers who read the electronic books:</p>
<ul>
<li>paid more attention</li>
<li>made themselves more available for story time</li>
<li>participated more</li>
<li>commented more about the content.</li>
</ul>
<p>While parents tended to point at the print book more often, there was no difference between the books in the amount they talked with their children about the story. However, parent–child pairs spent almost twice as much time reading the electronic books than the print books.</p>
<p>Overall, children did significantly better on the learning task when they had read the electronic book. However, analysis showed that the benefit was accounted for by two variables:</p>
<ul>
<li>attention</li>
<li>availability for reading.</li>
</ul>
<p>The researchers note, however, that this may not be true of all electronic books. Previous research has suggested that highly interactive electronic books may distract from learning.</p>
<p>Additionally, the simplicity of electronic books for toddlers may be much better. Books for preschoolers, on the other hand, are more narrative, requiring readers to integrate content across pages. In this circumstance, electronic books may be more distracting.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-06/f-sto062117.php">https://www.eurekalert.org/pub_releases/2017-06/f-sto062117.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4283] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13173" rel="nofollow">Strouse GA</a>, <a href="/biblio?f%5Bauthor%5D=13174" rel="nofollow">Ganea PA</a></span>. <a href="http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00677/full"><span class="biblio-title">Parent–Toddler Behavior and Language Differ When Reading Electronic and Print Picture Books</span></a>. Frontiers in Psychology [Internet]. 2017 ;8. Available from: <a href="http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00677/full">http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00677/full</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Parent%E2%80%93Toddler+Behavior+and+Language+Differ+When+Reading+Electronic+and+Print+Picture+Books&amp;rft.title=Frontiers+in+Psychology&amp;rft.stitle=Front.+Psychol.&amp;rft.isbn=1664-1078&amp;rft.date=2017&amp;rft.volume=8&amp;rft.aulast=Strouse&amp;rft.aufirst=Gabrielle&amp;rft.au=Ganea%2C+Patricia"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies/learning-strategies/childrens-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Childrens learning</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-development/preschool-child" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">preschool child</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Tue, 11 Jul 2017 23:34:54 +0000Fiona McPherson4286 at http://www.memory-key.comBeing short of sleep may harm brain developmenthttp://www.memory-key.com/research/news/being-short-sleep-may-harm-brain-development
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>Brain scans of children with sleep apnea have found extensive reductions in gray matter.</li>
<li>Recordings of brain activity show that children's brains respond to sleep deprivation differently than adults’ brains do, and that this is linked to myelination of nerves in a specific area.</li>
<li>Sleep assessment from birth to age 7 has found that children getting less than the recommended levels of sleep at age 3 and after, were more likely to have cognitive and behavioral problems at age 7.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <h3>Untreated sleep apnea in children shrinks brain &amp; may slow development</h3>
<p>Brain scans of children who have moderate or severe obstructive sleep apnea have found significant reductions of gray matter across the brain.</p>
<p>The study compared brain scans from 16 children (aged 7-11) with obstructive sleep apnea to those from nine healthy children of the same age, gender, ethnicity and weight, who did not have apnea. The scans were also compared to 191 MRI scans of children who were part of an existing database.</p>
<p>The brains of those children with OSA showed reduced gray matter in multiple brain regions, including the frontal, prefrontal, and parietal cortices, <a class="lexicon-term" href="/lexicon/1/letter_t#temporal_lobe" title="one of the lobes of the cerebrum, situated below the frontal and parietal lobes, and above the hindbrain. The temporal lobe is primarily concerned with sensory experience - specifically, with hearing, and with the integration of information from multiple senses. Part of the temporal lobe also plays a role in memory processing. Patients with damaged temporal lobes appear to have impaired lexical retrieval of names of living things.">temporal lobe</a>, and the <a class="lexicon-term" href="/lexicon/1/letter_b#brainstem" title="is the most primitive part of the brain, which also means it controls the most basic functions (such as breathing. It may be thought of as the stem connecting the spinal cord and the cerebral hemispheres. It includes the thalamus, hypothalamus, midbrain, medulla, and pons. ">brainstem</a>.</p>
<p>Sleep apnea is known to affect cognition in adults, but it may be that it is even more damaging in brains that are still developing. However, adult studies have also shown that treating sleep apnea reverses gray matter loss and improves cognition. This finding therefore emphasizes the importance of treating children's sleep apnea.</p>
<p>Sleep apnea affects up to 5% of all children (and we can only assume that this will get more common, if childhood obesity continues to rise).</p>
<h3>Developing brain regions in children are hardest hit by sleep deprivation</h3>
<p>Another study of sleep deprivation in children gives weight to the idea that it is particularly important for proper brain development that children get good sleep.</p>
<p>The study measured the brain activity in 13 healthy five to 12-year-olds as they slept. On the first occasion, the children went to bed at their normal bedtime; the second time, they stayed awake until late and thus received exactly half the normal amount of sleep.</p>
<p>The results indicate that children's brains respond to sleep deprivation differently than adults’ brains do. In adults, being deprived of sleep creates a greater need for deep sleep, which is manifested in greater slow-wave activation in the <a class="lexicon-term" href="/lexicon/1/letter_p#prefrontal_cortex" title="is the area of the brain at the very front of the frontal lobes. It is involved in &quot;executive functions&quot;, such as working memory, decision-making, planning and judgment. Prefrontal regions appear to be particularly sensitive to the effects of aging. It is thought that the reduced ability to recall the context of memories that occurs with advancing age, is evidence that the prefrontal cortex is also critical for context processing - a process involved in many cognitive functions. A recent study has also revealed that emotional stimuli and attentional functions are integrated in a specific part of the prefrontal cortex - the anterior cingulate (located between the right and left halves). ">prefrontal cortex</a>. In the children's brains, this slow-wave increase occurred in the back regions of the brain, in the parietal and occipital <a class="lexicon-term" href="/lexicon/1/letter_l#lobes" title="the cerebrum is highly convoluted - it is this deep and numerous folding that vastly increases the cortical area of the human brain. The deepest fissures provide somewhat arbitrary boundaries for the mapping of the brain. Following these guidelines, the cerebrum is divided into five lobes: the frontal, temporal, parietal, occipital and limbic lobes.">lobes</a>. This suggests that these areas might be especially vulnerable to sleep deprivation.</p>
<p>Moreover, this difference was linked to levels of <a class="lexicon-term" href="/lexicon/2/letter_m#myelin" title="the sheathing that insulates axons and facilitates speedy communication among neurons.">myelin</a> in part of the visual system. Myelin increases as the brain matures. Those with higher levels of myelin in certain nerve fibers in the visual system displayed slow-wave activation that was more similar to that of adults.</p>
<p>The researchers conclude that adequate sleep is important for neuronal connections to develop properly.</p>
<h3>Poor sleep in early childhood may lead to cognitive, behavioral problems in later years</h3>
<p>A study involving 1,046 children whose sleep was assessed at various points in their first seven years has found that children who didn’t get enough sleep in their preschool and early school years were more likely to have problems with attention, emotional control and peer relationships at age seven.</p>
<p>Sleep was assessed through interviews with the mothers when their children were around 6 months, 3 years and 7 years old, and from questionnaires completed when the children were ages 1, 2, 4, 5 and 6. Mothers and teachers filled out questionnaires evaluating each child's executive function and behavioral issues at around 7.</p>
<p>Children living in homes with lower household incomes and whose mothers had lower education levels were more likely to sleep less than nine hours at ages 5 to 7. Other factors associated with insufficient sleep include more television viewing, a higher body mass index, and being African American.</p>
<p>Insufficient sleep was defined as being less than the recommended amount of sleep at specific age categories:</p>
<ul>
<li>12 hours or longer at ages 6 months to 2 years</li>
<li>11 hours or longer at ages 3 to 4 years</li>
<li>10 hours or longer at 5 to 7 years.</li>
</ul>
<p><a href="https://www.eurekalert.org/pub_releases/2017-03/uocm-usa031517.php">https://www.eurekalert.org/pub_releases/2017-03/uocm-usa031517.php</a></p>
<p><a href="https://www.eurekalert.org/pub_releases/2016-10/uoz-dbr100416.php">https://www.eurekalert.org/pub_releases/2016-10/uoz-dbr100416.php</a></p>
<p><a href="https://www.eurekalert.org/pub_releases/2016-11/f-hkb112816.php">https://www.eurekalert.org/pub_releases/2016-11/f-hkb112816.php</a></p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-03/mgh-psi030917.php">https://www.eurekalert.org/pub_releases/2017-03/mgh-psi030917.php</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4259] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13077" rel="nofollow">Philby MF</a>, <a href="/biblio?f%5Bauthor%5D=13078" rel="nofollow">Macey PM</a>, <a href="/biblio?f%5Bauthor%5D=13079" rel="nofollow">Ma RA</a>, <a href="/biblio?f%5Bauthor%5D=13080" rel="nofollow">Kumar R</a>, <a href="/biblio?f%5Bauthor%5D=13081" rel="nofollow">Gozal D</a>, <a href="/biblio?f%5Bauthor%5D=13082" rel="nofollow">Kheirandish-Gozal L</a></span>. <a href="http://www.nature.com/srep/2017/170317/srep44566/full/srep44566.html"><span class="biblio-title">Reduced Regional Grey Matter Volumes in Pediatric Obstructive Sleep Apnea</span></a>. Scientific Reports [Internet]. 2017 ;7:44566. Available from: <a href="http://www.nature.com/srep/2017/170317/srep44566/full/srep44566.html">http://www.nature.com/srep/2017/170317/srep44566/full/srep44566.html</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Reduced+Regional+Grey+Matter+Volumes+in+Pediatric+Obstructive+Sleep+Apnea&amp;rft.title=Scientific+Reports&amp;rft.isbn=2045-2322&amp;rft.date=2017&amp;rft.volume=7&amp;rft.spage=44566&amp;rft.aulast=Philby&amp;rft.aufirst=Mona&amp;rft.au=Macey%2C+Paul&amp;rft.au=Ma%2C+Richard&amp;rft.au=Kumar%2C+Rajesh&amp;rft.au=Gozal%2C+David&amp;rft.au=Kheirandish-Gozal%2C+Leila"></span></p>
<p><span class="citekey">[4260] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=11754" rel="nofollow">Kurth S</a>, <a href="/biblio?f%5Bauthor%5D=13083" rel="nofollow">Dean, III DC</a>, <a href="/biblio?f%5Bauthor%5D=11755" rel="nofollow">Achermann P</a>, <a href="/biblio?f%5Bauthor%5D=13084" rel="nofollow">O’Muircheartaigh J</a>, <a href="/biblio?f%5Bauthor%5D=13085" rel="nofollow">Huber R</a>, <a href="/biblio?f%5Bauthor%5D=13086" rel="nofollow">Deoni SCL</a>, <a href="/biblio?f%5Bauthor%5D=11757" rel="nofollow">LeBourgeois MK</a></span>. <a href="http://journal.frontiersin.org/article/10.3389/fnhum.2016.00456/abstract"><span class="biblio-title">Increased Sleep Depth in Developing Neural Networks: New Insights from Sleep Restriction in Children</span></a>. Frontiers in Human Neuroscience [Internet]. 2016 ;10. Available from: <a href="http://journal.frontiersin.org/article/10.3389/fnhum.2016.00456/abstract">http://journal.frontiersin.org/article/10.3389/fnhum.2016.00456/abstract</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Increased+Sleep+Depth+in+Developing+Neural+Networks%3A+New+Insights+from+Sleep+Restriction+in+Children&amp;rft.title=Frontiers+in+Human+Neuroscience&amp;rft.stitle=Front.+Hum.+Neurosci.&amp;rft.isbn=1662-5161&amp;rft.date=2016&amp;rft.volume=10&amp;rft.aulast=Kurth&amp;rft.aufirst=Salome&amp;rft.au=Dean%2C+Douglas&amp;rft.au=Achermann%2C+Peter&amp;rft.au=O%E2%80%99Muircheartaigh%2C+Jonathan&amp;rft.au=Huber%2C+Reto&amp;rft.au=Deoni%2C+Sean&amp;rft.au=LeBourgeois%2C+Monique"></span></p>
<p><span class="citekey">[4261] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13087" rel="nofollow">Taveras EM</a>, <a href="/biblio?f%5Bauthor%5D=13088" rel="nofollow">Rifas-Shiman SL</a>, <a href="/biblio?f%5Bauthor%5D=13089" rel="nofollow">Bub KL</a>, <a href="/biblio?f%5Bauthor%5D=13090" rel="nofollow">Gillman MW</a>, <a href="/biblio?f%5Bauthor%5D=13091" rel="nofollow">Oken E</a></span>. <a href="http://www.academicpedsjnl.net/article/S1876-2859(17)30047-5/abstract"><span class="biblio-title">Prospective Study of Insufficient Sleep and Neurobehavioral Functioning among School-Age Children</span></a>. Academic Pediatrics [Internet]. 2017 . Available from: <a href="http://www.academicpedsjnl.net/article/S1876-2859(17)30047-5/abstract">http://www.academicpedsjnl.net/article/S1876-2859(17)30047-5/abstract</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Prospective+Study+of+Insufficient+Sleep+and+Neurobehavioral+Functioning+among+School-Age+Children&amp;rft.title=Academic+Pediatrics&amp;rft.stitle=Academic+Pediatrics&amp;rft.isbn=1876-2859%2C+1876-2867&amp;rft.date=2017&amp;rft.aulast=Taveras&amp;rft.aufirst=Elsie&amp;rft.au=Rifas-Shiman%2C+Sheryl&amp;rft.au=Bub%2C+Kristen&amp;rft.au=Gillman%2C+Matthew&amp;rft.au=Oken%2C+Emily"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-development/child-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">child development</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/600" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Sleep deprivation</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Tue, 21 Mar 2017 00:10:12 +0000Fiona McPherson4262 at http://www.memory-key.comFinger tracing helps children doing geometry problemshttp://www.memory-key.com/research/news/finger-tracing-helps-children-doing-geometry-problems
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>Finger tracing key elements in worked problems seems to help some students better understand and apply mathematical concepts.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>I've reported before on studies showing how gesturing can help children with mathematics and problem-solving. A new Australian study involving children aged 9-13 has found that finger-tracing has a similar effect.</p>
<p>Students who used their finger to trace over practice examples while simultaneously reading geometry or arithmetic material were able to complete the problems more quickly and correctly than those who didn't use the same technique.</p>
<p>In the first experiment, involving 52 students aged 11-13, some students were instructed to use their index fingers to trace elements of worked examples in triangle geometry, involving two angle relationships (Vertical angles are equal; Any exterior angle equals the sum of the two interior opposite angles.). Students were given two minutes to study a short instructional text on the relationships and how they can be used to solve particular problems. They were then given two minutes to study two worked examples. The tracing group were given additional instruction in how to use their index finger to trace out highlighted elements. The non-tracing group were told to keep their hands in their lap. Testing consisted of six questions, two of which were the same as the acquisition problems but with different numbers, and four of which were transfer questions, requiring more thoughtful responses.</p>
<p>A ceiling effect meant there was no difference between the two groups on the first two test questions. The tracing group answered significantly more transfer questions, although the difference wasn't great. There was no difference in how difficult the groups rated the test items.</p>
<p>In the second experiment, involving 54 Year 4 students, the instruction and problems concerned the fundamental order of operations. The tracing group were told to trace the operation symbols. The tracing group did significantly better, although again, the difference wasn't great, and again, there was no difference in assessment of problem difficulty.</p>
<p>In another experiment, involving 42 Year 5 students (10-11 years), students were given 5 minutes to study three angle relationships involving parallel lines (vertical angles are equal; corresponding angles are equal; the sum of co- interior angles is 180°). While answers to the 'basic' test questions failed to show significant differences, on the advanced transfer problems, the tracing group solved significantly more test questions than the non-tracing group, solved them more quickly, made fewer errors, and reported lower levels of test difficulty.</p>
<p>In the final experiment, involving 72 Year 5 students, on the advanced test problems, students who traced <i>on</i> the paper outperformed those who traced <i>above</i> the paper, who in turn outperformed those who simply read the material.</p>
<p>The researchers claim the findings support the view that tracing out elements of worked examples helps students construct good mental schemas, making it easier for them to solve new problems, and reducing cognitive demand.</p>
<p>As with gesturing, the benefits of tracing are not dramatic, but I believe the pattern of these results support the view that, when <a class="lexicon-term" href="/lexicon/2/letter_c#cognitive_load" title="&amp;nbsp;the burden on your limited working memory system made by information-processing tasks. In the context of education, cognitive load theory is the theory that the more information to be processed, the more challenging the learning task.">cognitive load</a> is high (something that depends on the individual student as well as the task and its context), tracing key elements of worked examples might be a useful strategy.</p>
<p>Further research looking at individual differences would be helpful. I think greater benefits would be shown for students with low <a class="lexicon-term" href="/lexicon/2/letter_w#working_memory" title="Working memory contains the information of which you are immediately aware. Information being &amp;ldquo;put into&amp;rdquo; memory is held in working memory; memories being remembered are held in working memory. The capacity of working memory &amp;mdash; how much information it can hold at one time &amp;mdash; is severely limited. Working memory governs your ability to comprehend what you are reading or hearing, your ability to learn new words, your ability to plan and organize yourself, and much more.">working memory</a> capacity.</p>
<p><a href="http://www.eurekalert.org/pub_releases/2016-01/uos-ftc012816.php">http://www.eurekalert.org/pub_releases/2016-01/uos-ftc012816.php</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4046] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12487" rel="nofollow">Hu F-T</a>, <a href="/biblio?f%5Bauthor%5D=12486" rel="nofollow">Ginns P</a>, <a href="/biblio?f%5Bauthor%5D=12489" rel="nofollow">Bobis J</a></span>. <a href="http://www.sciencedirect.com/science/article/pii/S0959475214000929"><span class="biblio-title">Getting the point: Tracing worked examples enhances learning</span></a>. Learning and Instruction [Internet]. 2015 ;35:85 - 93. Available from: <a href="http://www.sciencedirect.com/science/article/pii/S0959475214000929">http://www.sciencedirect.com/science/article/pii/S0959475214000929</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Getting+the+point%3A+Tracing+worked+examples+enhances+learning&amp;rft.title=Learning+and+Instruction&amp;rft.stitle=Learning+and+Instruction&amp;rft.isbn=0959-4752&amp;rft.date=2015&amp;rft.volume=35&amp;rft.spage=85&amp;rft.epage=93&amp;rft.aulast=Hu&amp;rft.aufirst=Fang-Tzu&amp;rft.au=Ginns%2C+Paul&amp;rft.au=Bobis%2C+Janette"></span></p>
<p><span class="citekey">[4043] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12486" rel="nofollow">Ginns P</a>, <a href="/biblio?f%5Bauthor%5D=12487" rel="nofollow">Hu F-T</a>, <a href="/biblio?f%5Bauthor%5D=12488" rel="nofollow">Byrne E</a>, <a href="/biblio?f%5Bauthor%5D=12489" rel="nofollow">Bobis J</a></span>. <a href="http://onlinelibrary.wiley.com/doi/10.1002/acp.3171/abstract"><span class="biblio-title">Learning By Tracing Worked Examples</span></a>. Applied Cognitive Psychology [Internet]. 2015 :n/a - n/a. Available from: <a href="http://onlinelibrary.wiley.com/doi/10.1002/acp.3171/abstract">http://onlinelibrary.wiley.com/doi/10.1002/acp.3171/abstract</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Learning+By+Tracing+Worked+Examples&amp;rft.title=Applied+Cognitive+Psychology&amp;rft.stitle=Appl.+Cognit.+Psychol.&amp;rft.isbn=1099-0720&amp;rft.date=2015&amp;rft.spage=n%2Fa+-+n%2Fa&amp;rft.aulast=Ginns&amp;rft.aufirst=Paul&amp;rft.au=Hu%2C+Fang-Tzu&amp;rft.au=Byrne%2C+Erin&amp;rft.au=Bobis%2C+Janette"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-13 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-strategies/learning-strategies/study-skills/mathematics" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">mathematics</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-strategies/advanced-strategies/problem-solving" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">problem solving</a></li><li class="field-item odd"><a href="/taxonomy/term/496" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">classroom learning</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-development/school-age-child" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">school-age child</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li><li class="field-item odd"><a href="/category/topics/study-hall" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Study</a></li></ul></div>Thu, 12 May 2016 21:45:17 +0000Fiona McPherson4190 at http://www.memory-key.comChildhood concussions impair brain function two years later http://www.memory-key.com/research/news/childhood-concussions-impair-brain-function-two-years-later
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A small study found children who had experienced a sports-related concussion two years earlier still showed cognitive impairments, with younger children showing greater deficits.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A study involving 30 children (aged 8-10), of whom 15 had experienced a sports-related concussion two years earlier, and all of whom were athletically active, found that those with a history of concussion performed worse on tests of <a class="lexicon-term" href="/lexicon/2/letter_w#working_memory" title="Working memory contains the information of which you are immediately aware. Information being &amp;ldquo;put into&amp;rdquo; memory is held in working memory; memories being remembered are held in working memory. The capacity of working memory &amp;mdash; how much information it can hold at one time &amp;mdash; is severely limited. Working memory governs your ability to comprehend what you are reading or hearing, your ability to learn new words, your ability to plan and organize yourself, and much more.">working memory</a>, attention and impulse control, compared to the controls. This impaired performance was also reflected in differences in brain activity. Additionally, those who were injured at a younger age had the largest cognitive deficits.</p>
<p>All of this points to a need for focused and perhaps prolonged interventions, especially for younger children.</p>
<p><a href="http://www.eurekalert.org/pub_releases/2015-12/uoia-scc121815.php">http://www.eurekalert.org/pub_releases/2015-12/uoia-scc121815.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4061] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12584" rel="nofollow">Moore DR</a>, <a href="/biblio?f%5Bauthor%5D=12585" rel="nofollow">Pindus DM</a>, <a href="/biblio?f%5Bauthor%5D=11700" rel="nofollow">Raine LB</a>, <a href="/biblio?f%5Bauthor%5D=11745" rel="nofollow">Drollette ES</a>, <a href="/biblio?f%5Bauthor%5D=11744" rel="nofollow">Scudder MR</a>, <a href="/biblio?f%5Bauthor%5D=12586" rel="nofollow">Ellemberg D</a>, <a href="/biblio?f%5Bauthor%5D=11701" rel="nofollow">Hillman CH</a></span>. <a href="http://www.sciencedirect.com/science/article/pii/S0167876015300453"><span class="biblio-title">The persistent influence of concussion on attention, executive control and neuroelectric function in preadolescent children</span></a>. International Journal of Psychophysiology [Internet]. 2016 ;99:85 - 95. Available from: <a href="http://www.sciencedirect.com/science/article/pii/S0167876015300453">http://www.sciencedirect.com/science/article/pii/S0167876015300453</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=The+persistent+influence+of+concussion+on+attention%2C+executive+control+and+neuroelectric+function+in+preadolescent+children&amp;rft.title=International+Journal+of+Psychophysiology&amp;rft.stitle=International+Journal+of+Psychophysiology&amp;rft.isbn=0167-8760&amp;rft.date=2016&amp;rft.volume=99&amp;rft.spage=85&amp;rft.epage=95&amp;rft.aulast=Moore&amp;rft.aufirst=Davis&amp;rft.au=Pindus%2C+Dominika&amp;rft.au=Raine%2C+Lauren&amp;rft.au=Drollette%2C+Eric&amp;rft.au=Scudder%2C+Mark&amp;rft.au=Ellemberg%2C+Dave&amp;rft.au=Hillman%2C+Charles"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-development/child-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">child development</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-7 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-problems/memory-problems/health-related-problems/tbi" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">TBI</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li><li class="field-item odd"><a href="/category/topics/memory-problems" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Problems</a></li></ul></div>Tue, 16 Feb 2016 22:02:37 +0000Fiona McPherson4085 at http://www.memory-key.comConcussion not well understood, but widely fearedhttp://www.memory-key.com/research/news/concussion-not-well-understood-widely-feared
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A survey of US adults suggests worry about concussion goes hand in hand with a lack of understanding.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>An online national survey of 2,012 adult Americans (of whom 948 were parents) has found that, while the vast majority (87%) don’t know the definition of a concussion and many don’t know the injury is treatable, there is a high level of concern and even fear across the country.</p>
<ul>
<li>89% believe concussions are a moderate to severe health concern</li>
<li>32% of parents live in fear that their child will get a concussion</li>
<li>25% of parents do not let their kids play some contact sports because of fear of concussion</li>
<li>while 57% have personal experience with concussions, 26% did not see a health care professional when someone in their family had one</li>
<li>37% admit that they are confused about what a concussion truly is</li>
<li>headaches, and dizziness/motion sensitivity are recognized as symptoms by 58%, and cognitive difficulty by 55%</li>
<li>only 34% recognize fatigue as a symptom, and only 13% recognize changes in mood as a symptom</li>
<li>79% incorrectly believe or are unsure that there is no real way to cure a concussion; the symptoms can only be lessened</li>
<li>81% aren’t comfortable that they would know how to manage or treat a concussion if they sustained one</li>
<li>only 49% know that a person doesn't need to stay awake for 24 hours after sustaining a concussion</li>
<li>only 25% understand that safety equipment—such as helmets or mouth guards—cannot prevent the majority of all concussions</li>
</ul>
<p><a href="http://www.futurity.org/concussions-fear-survey-1018432-2/">http://www.futurity.org/concussions-fear-survey-1018432-2/</a></p>
<p>The full report can be downloaded at <a href="http://rethinkconcussions.com/wp-content/uploads/2015/09/harris-poll-report.pdf"> http://rethinkconcussions.com/wp-content/uploads/2015/09/harris-poll-report.pdf</a></p>
</div></div></div><div class="field field-name-taxonomy-vocabulary-7 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-problems/memory-problems/health-related-problems/tbi" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">TBI</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li><li class="field-item odd"><a href="/category/topics/memory-problems" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Problems</a></li></ul></div>Tue, 16 Feb 2016 21:56:47 +0000Fiona McPherson4084 at http://www.memory-key.comEach hour of screen time linked to poorer gradeshttp://www.memory-key.com/research/news/each-hour-screen-time-linked-poorer-grades
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A large study found teenagers' grades suffered significantly and linearly, for each hour spent watching TV, using the internet or playing computer games.</li>
<li>Of these activities, the most harmful was watching TV.</li>
<li>Hours spent doing homework or reading for pleasure were each associated with a significant increase in GCSE grades.</li>
<li>The amount of moderate-to-vigorous physical activity had no effect on grades.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A study involving 845 secondary school students has revealed that each hour per day spent watching TV, using the internet or playing computer games at average age 14.5 years was associated with poorer GCSE grades at age 16. Additionally, each hour of daily homework and reading was linked to significantly better grades. Surprisingly, however, the amount of physical activity had no effect on academic performance.</p>
<p>Median screen time was four hours a day, of which around half was spent watching TV; median sedentary non-screen time (reading/homework) was 1.5 hours.</p>
<p>Each hour per day of time spent in front of the TV or computer in Year 10 was associated with 9.3 fewer GCSE points in Year 11 — the equivalent to two grades in one subject or one grade in each of two subjects. Two hours was therefore associated with 18 fewer points at GCSE, and the median of four hours, with a worrying 36 fewer points.</p>
<p>The burning question: are some screens better than others? Comparison of the different screen activities revealed that TV viewing was the most detrimental to grades.</p>
<p>More positively, each hour of daily homework and reading was associated with an average 23.1 more GCSE points. This was a U-shaped function, however, with pupils doing over four hours of reading or homework a day performing less well than their peers. But the number of pupils in this category was relatively low (only 52 pupils) and may include students who were struggling at school.</p>
<p>The benefits from spending time on homework or reading were not simply a consequence of spending less time staring at a screen; screen time and time spent reading or doing homework were independently associated with academic performance.</p>
<p>Do note that, although some homework was doubtless done on the computer, this was not counted as screen time for the purposes of this study.</p>
<p>The finding of no significant association between moderate to vigorous physical activity and academic performance is more surprising, given the evidence for the benefits of exercise and physical fitness for cognition. The median was 39 minutes of moderate to vigorous physical activity a day, with a quarter of the students getting less than 20 minutes a day, and a quarter getting more than 65 minutes.</p>
<p>The data used was from the ROOTS study, a large longitudinal study assessing health and wellbeing during adolescence. Objective levels of activity and time spent sitting were assessed through a combination of heart rate and movement sensing. Screen time, time spent doing homework, and reading for pleasure, relied on self-report. Medians were used rather than means, because of the degree of skew in the data.</p>
<p><a href="http://www.eurekalert.org/pub_releases/2015-09/uoc-eho090115.php">http://www.eurekalert.org/pub_releases/2015-09/uoc-eho090115.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[3999] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12392" rel="nofollow">Corder K</a>, <a href="/biblio?f%5Bauthor%5D=12393" rel="nofollow">Atkin AJ</a>, <a href="/biblio?f%5Bauthor%5D=12394" rel="nofollow">Bamber DJ</a>, <a href="/biblio?f%5Bauthor%5D=12395" rel="nofollow">Brage S</a>, <a href="/biblio?f%5Bauthor%5D=12396" rel="nofollow">Dunn VJ</a>, <a href="/biblio?f%5Bauthor%5D=12397" rel="nofollow">Ekelund U</a>, <a href="/biblio?f%5Bauthor%5D=12398" rel="nofollow">Owens M</a>, <a href="/biblio?f%5Bauthor%5D=12399" rel="nofollow">van Sluijs EMF</a>, <a href="/biblio?f%5Bauthor%5D=12400" rel="nofollow">Goodyer IM</a></span>. <a href="http://link.springer.com/article/10.1186/s12966-015-0269-2"><span class="biblio-title">Revising on the run or studying on the sofa: prospective associations between physical activity, sedentary behaviour, and exam results in British adolescents</span></a>. International Journal of Behavioral Nutrition and Physical Activity [Internet]. 2015 ;12(1):1 - 8. Available from: <a href="http://link.springer.com/article/10.1186/s12966-015-0269-2">http://link.springer.com/article/10.1186/s12966-015-0269-2</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Revising+on+the+run+or+studying+on+the+sofa%3A+prospective+associations+between+physical+activity%2C+sedentary+behaviour%2C+and+exam+results+in+British+adolescents&amp;rft.title=International+Journal+of+Behavioral+Nutrition+and+Physical+Activity&amp;rft.stitle=Int+J+Behav+Nutr+Phys+Act&amp;rft.isbn=1479-5868&amp;rft.date=2015&amp;rft.volume=12&amp;rft.issue=1&amp;rft.spage=1&amp;rft.epage=8&amp;rft.aulast=Corder&amp;rft.aufirst=Kirsten&amp;rft.au=Atkin%2C+Andrew&amp;rft.au=Bamber%2C+Diane&amp;rft.au=Brage%2C+Soren&amp;rft.au=Dunn%2C+Valerie&amp;rft.au=Ekelund%2C+Ulf&amp;rft.au=Owens%2C+Matthew&amp;rft.au=van+Sluijs%2C+Esther&amp;rft.au=Goodyer%2C+Ian"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies/learning-strategies/childrens-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Childrens learning</a></li><li class="field-item odd"><a href="/category/tags-strategies/learning-strategies/childrens-learning/computers" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">computers</a></li><li class="field-item even"><a href="/category/tags-strategies/learning-strategies/childrens-learning/homework" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">homework</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-development/adolescence" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">adolescence</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/lifestyle/activity/exercise" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Exercise</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Sun, 20 Sep 2015 22:37:20 +0000Fiona McPherson4000 at http://www.memory-key.comAir pollution linked to children's low GPAshttp://www.memory-key.com/research/news/air-pollution-linked-childrens-low-gpas
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A large study links high levels of motor vehicle emissions around the home to poorer academic performance in children.</li>
<li>The findings support other studies that found similar results looking at vehicle pollution around schools.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>Data from 1,895 fourth and fifth grade children living in El Paso, Texas has found that those who were exposed to high levels of motor vehicle emissions had significantly lower GPAs, even when accounting for other factors known to influence school performance.</p>
<p>The link between air pollution and academic performance may be direct (pollutants damage the brain) or indirect — through illness and absenteeism.</p>
<p>The finding adds to other evidence linking air pollution around schools to children's academic performance.</p>
<p>The level of toxic air pollutants around the children's homes was estimated using the Environmental Protection Agency's National Air Toxics Assessment. GPAs, as well as demographic factors, were assessed from parental questionnaires.</p>
<p>El Paso was ranked 8th out of 277 U.S. metropolitan areas for annual particulate pollution in 2014.</p>
<p><a href="http://www.eurekalert.org/pub_releases/2015-08/uota-sla082715.php">http://www.eurekalert.org/pub_releases/2015-08/uota-sla082715.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[3983] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12337" rel="nofollow">Clark-Reyna SE</a>, <a href="/biblio?f%5Bauthor%5D=12338" rel="nofollow">Grineski SE</a>, <a href="/biblio?f%5Bauthor%5D=12339" rel="nofollow">Collins TW</a></span>. <a href="http://link.springer.com/article/10.1007/s11111-015-0241-8"><span class="biblio-title">Residential exposure to air toxics is linked to lower grade point averages among school children in El Paso, Texas, USA</span></a>. Population and Environment [Internet]. 2015 :1 - 22. Available from: <a href="http://link.springer.com/article/10.1007/s11111-015-0241-8">http://link.springer.com/article/10.1007/s11111-015-0241-8</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Residential+exposure+to+air+toxics+is+linked+to+lower+grade+point+averages+among+school+children+in+El+Paso%2C+Texas%2C+USA&amp;rft.title=Population+and+Environment&amp;rft.stitle=Popul+Environ&amp;rft.isbn=0199-0039%2C+1573-7810&amp;rft.date=2015&amp;rft.spage=1&amp;rft.epage=22&amp;rft.aulast=Clark-Reyna&amp;rft.aufirst=Stephanie&amp;rft.au=Grineski%2C+Sara&amp;rft.au=Collins%2C+Timothy"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-development/school-age-child" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">school-age child</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-lifestyle/air" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">air</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Wed, 02 Sep 2015 03:38:14 +0000Fiona McPherson3985 at http://www.memory-key.comParents' math anxiety can undermine children's math achievementhttp://www.memory-key.com/research/news/parents-math-anxiety-can-undermine-childrens-math-achievement
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>1st- &amp; 2nd-grade children learned less math and developed more math anxiety when math-anxious parents frequently helped with their math homework.</li>
<li>Children with math-anxious parents who rarely helped with their math homework were not affected.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A study of 438 first- and second-grade students and their primary caregivers has revealed that parents' math anxiety affects their children's math performance — <i>but</i> (and this is the surprising bit) only when they frequently help them with their math homework.</p>
<p>The study builds on previous research showing that students learn less math when their teachers are anxious about math. This is not particularly surprising, and it wouldn't have been surprising if this study had found that math-anxious parents had math-anxious children. But the story wasn't that simple.</p>
<p>Children were assessed in reading achievement, math achievement and math anxiety at both the beginning and end of the school year. Children of math-anxious parents learned significantly less math over the school year and had more math anxiety by the year end—but only if math-anxious parents reported providing help every day with math homework. When parents reported helping with math homework once a week or less often, children’s math achievement and attitudes were not related to parents’ math anxiety. Reading achievement (included as a control) was not related to parents' math anxiety.</p>
<p>Interestingly, the parents' level of math knowledge didn't change this effect (although this is less surprising when you consider the basic-level of math taught in the 1<sup>st</sup> and 2<sup>nd</sup> grade).</p>
<p>Sadly, the effect still held even when the teacher was strong in math.</p>
<p>It's suggested that math-anxious parents may be less effective in explaining math concepts, and may also respond less helpfully when children make a mistake or solve the problem in a non-standard way. People with high math anxiety tend to have poor attitudes toward math, and also a high fear of failing at math. It's also possible (likely even) that they will have inflexible attitudes to how a math problem “should” be done. All of these are likely to demotivate the child.</p>
<p>Analysis also indicated that it is not that parents induced math anxiety in their children, who thus did badly, but that their homework help caused the child to do poorly, thus increasing their math anxiety.</p>
<p>Information about parental anxiety and how often parents helped their children with math homework was collected by questionnaire. Math anxiety was assessed using the short (25-item) Math Anxiety Rating Scale. The question, “How often do you help your child with their math homework?” was answered on a 7-point scale (1 = never, 2 = once a month, 3 = less than once a week, 4 = once a week, 5 = 2–3 times a week, 6 = every day, 7 = more than once a day). The mean was 5.3.</p>
<p>The finding points to the need for interventions focused on both decreasing parents' math anxiety and scaffolding their skills in how to help with math homework. It also suggests that, in the absence of such support, math-anxious parents are better not to help!</p>
<p><a href="http://www.eurekalert.org/pub_releases/2015-08/uoc-pma080715.php">http://www.eurekalert.org/pub_releases/2015-08/uoc-pma080715.php</a></p>
<p><a href="http://www.futurity.org/parents-math-anxiety-979472/">http://www.futurity.org/parents-math-anxiety-979472/</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[3965] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12294" rel="nofollow">Maloney EA</a>, <a href="/biblio?f%5Bauthor%5D=12295" rel="nofollow">Ramirez G</a>, <a href="/biblio?f%5Bauthor%5D=12296" rel="nofollow">Gunderson EA</a>, <a href="/biblio?f%5Bauthor%5D=12297" rel="nofollow">Levine SC</a>, <a href="/biblio?f%5Bauthor%5D=12298" rel="nofollow">Beilock SL</a></span>. <a href="http://pss.sagepub.com/content/early/2015/08/06/0956797615592630"><span class="biblio-title">Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety</span></a>. Psychological Science [Internet]. 2015 :0956797615592630. Available from: <a href="http://pss.sagepub.com/content/early/2015/08/06/0956797615592630">http://pss.sagepub.com/content/early/2015/08/06/0956797615592630</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Intergenerational+Effects+of+Parents%E2%80%99+Math+Anxiety+on+Children%E2%80%99s+Math+Achievement+and+Anxiety&amp;rft.title=Psychological+Science&amp;rft.stitle=Psychological+Science&amp;rft.isbn=0956-7976%2C+1467-9280&amp;rft.date=2015&amp;rft.spage=0956797615592630&amp;rft.aulast=Maloney&amp;rft.aufirst=Erin&amp;rft.au=Ramirez%2C+Gerardo&amp;rft.au=Gunderson%2C+Elizabeth&amp;rft.au=Levine%2C+Susan&amp;rft.au=Beilock%2C+Sian"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-13 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-strategies/learning-strategies/study-skills/mathematics" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">mathematics</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies/learning-strategies/childrens-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Childrens learning</a></li><li class="field-item odd"><a href="/taxonomy/term/496" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">classroom learning</a></li><li class="field-item even"><a href="/category/tags-strategies/learning-strategies/childrens-learning/homework" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">homework</a></li><li class="field-item odd"><a href="/tags-strategies/motivation" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">motivation</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/494" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">anxiety</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Wed, 19 Aug 2015 22:08:01 +0000Fiona McPherson3971 at http://www.memory-key.comMusic training in adolescence improves auditory & language skillshttp://www.memory-key.com/research/news/music-training-adolescence-improves-auditory-language-skills
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>We've seen a number of studies showing the value of music training for children's development of language skills. A new study has investigated what happens if the training doesn't begin until high school.</p>
<p>The study involved 40 Chicago-area high school students who were followed from their beginning at high school until their senior year. Nearly half the students had enrolled in band classes, which involved two to three hours a week of instrumental group music instruction in school. The rest had enrolled in junior Reserve Officers' Training Corps (ROTC), which emphasized fitness exercises during a comparable period.</p>
<p>The music group showed more rapid maturation in the brain's response to sound, and demonstrated prolonged heightened brain sensitivity to sound details. While all students improved in language skills tied to sound-structure awareness, the improvement was greater for those in music classes.</p>
<p>The finding is encouraging in that it shows that adolescent brains are still receptive to music training.</p>
<p>It's also encouraging in involving students from low-income areas. Children from families of lower socioeconomic status have been found to process sound less efficiently, in part because of noisier environments and also due to linguistic deprivation. A previous small study by the same researchers looked at the benefits of a free community music program for a group of disadvantaged students (the Harmony Project). In this small study, students more engaged in the program (as assessed by attendance and participation) showed greater improvement after two years, in how their brains processed speech and in their reading scores. Those who learned to play instruments also showed greater improvement than those who participated in music appreciation classes.</p>
<p><a href="http://www.eurekalert.org/pub_releases/2015-07/nu-hma071715.php">http://www.eurekalert.org/pub_releases/2015-07/nu-hma071715.php</a></p>
<p><a href="http://www.eurekalert.org/pub_releases/2014-12/nu-hmc121214.php">http://www.eurekalert.org/pub_releases/2014-12/nu-hmc121214.php</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[3946] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=12247" rel="nofollow">Tierney AT</a>, <a href="/biblio?f%5Bauthor%5D=12248" rel="nofollow">Krizman J</a>, <a href="/biblio?f%5Bauthor%5D=2418" rel="nofollow">Kraus N</a></span>. <a href="http://www.pnas.org/content/early/2015/07/15/1505114112"><span class="biblio-title">Music training alters the course of adolescent auditory development</span></a>. Proceedings of the National Academy of Sciences [Internet]. 2015 :201505114. Available from: <a href="http://www.pnas.org/content/early/2015/07/15/1505114112">http://www.pnas.org/content/early/2015/07/15/1505114112</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Music+training+alters+the+course+of+adolescent+auditory+development&amp;rft.title=Proceedings+of+the+National+Academy+of+Sciences&amp;rft.stitle=PNAS&amp;rft.isbn=0027-8424%2C+1091-6490&amp;rft.date=2015&amp;rft.spage=201505114&amp;rft.aulast=Tierney&amp;rft.aufirst=Adam&amp;rft.au=Krizman%2C+Jennifer&amp;rft.au=Kraus%2C+Nina"></span></p>
<p><span class="citekey">[3948] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=2418" rel="nofollow">Kraus N</a>, <a href="/biblio?f%5Bauthor%5D=12257" rel="nofollow">Hornickel J</a>, <a href="/biblio?f%5Bauthor%5D=12258" rel="nofollow">Strait DL</a>, <a href="/biblio?f%5Bauthor%5D=12259" rel="nofollow">Slater J</a>, <a href="/biblio?f%5Bauthor%5D=12260" rel="nofollow">Thompson E</a></span>. <a href="http://journal.frontiersin.org/article/10.3389/fpsyg.2014.01403/abstract"><span class="biblio-title">Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds</span></a>. Cognitive Science [Internet]. 2014 ;5:1403. Available from: <a href="http://journal.frontiersin.org/article/10.3389/fpsyg.2014.01403/abstract">http://journal.frontiersin.org/article/10.3389/fpsyg.2014.01403/abstract</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Engagement+in+community+music+classes+sparks+neuroplasticity+and+language+development+in+children+from+disadvantaged+backgrounds&amp;rft.title=Cognitive+Science&amp;rft.stitle=Front.+Psychol.&amp;rft.date=2014&amp;rft.volume=5&amp;rft.spage=1403&amp;rft.aulast=Kraus&amp;rft.aufirst=Nina&amp;rft.au=Hornickel%2C+Jane&amp;rft.au=Strait%2C+Dana&amp;rft.au=Slater%2C+Jessica&amp;rft.au=Thompson%2C+Elaine"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/497" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">music</a></li><li class="field-item odd"><a href="/tags-strategies/language-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Language development</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-development/adolescence" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">adolescence</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Wed, 22 Jul 2015 23:34:21 +0000Fiona McPherson3949 at http://www.memory-key.com